Medical science teachers opinion on reading and writing in learning

Abstract

Introduction: The appreciations and criteria of teachers are indicative of their conceptions and practices regarding teaching and learning.  

Objective: To present the opinions of teachers of the University of Medical Sciences of Ciego de Ávila on the reading and writing practices in learning. 

Methods: A quantitative, non-experimental, exploratory cross-sectional study, was carried out in a non-probabilistic sample, selected by convenience and randomly constituted with all teachers (36) that responded on-line to the Likert scale questionnaire. The data were analyzed using the Excel word processor generated by Google Forms. In questions with several propositions and different alternatives for a single selection (Likert scale), an additive scale was applied. The research was   approved by the University Scientific Council for publication. 

Results: Among the learning problems there were difficulties in reading comprehension and integration of knowledge according to 14,0 % of teachers and also spelling, handwriting, reading and writing according to 11.1 %. The reading and writing errors influence in grades according to 52,0 % of the teachers. For class summaries and notes the most frequently written text types were selected. Limitations in reading and writing were recognized during the learning process.  

Conclusions: The findings provided significant information for decision-making in the studied context with view to the improvement of reading and writing practices in learning.